Proposta pedagógica de trabalho com o sistema de escrita alfabética em livros didáticos do ciclo de alfabetização

Abstract

This article presents a qualitative approach, with theoretical and methodological assumptions of elements of documentary research, carried out by a literacy teacher on the process of appropriation of the Portuguese alphabetical writing system. The object of research is the Portuguese book of the Inter@ctive Teaching System, more precisely four bimonthly volumes, destined for the 1st year of Basic Education. The general objective was to present, describe and analyze activities that focus on the alphabetical writing system, proposed by the referred courseware, starting from the following questions: what are the functions of textbooks for the teacher and student? What spaces are provided by the textbook for teacher autonomy? As a theoretical support, was used of contributions of the socio-historical theory of the development, as well as of the functioning of the alphabetical system of the Portuguese language as an important part of the writing learning process. As a result of the research, it is pointed out that for a satisfactory practice, textbooks must offer a familiar methodology for literacy teachers, who, in turn, need to share knowledge about the functioning of the language writing system in which children are literate and the importance of their own work in the challenging learning process that is literacy.